Rules of Capitalization in Spanish

Rules of Capitalization in Spanish Spanish uses far fewer capital letters than does English. With only two exceptions - Spanish capitalizes Sol and Luna when they refer to the Earths sun and moon, respectively - whenever Spanish capitalizes a word, the corresponding word in English is capitalized. But the opposite is far from true; there are numerous instances where English capitalizes that Spanish does not. What Spanish does capitalize are proper names for people, places, holidays, newspapers, and magazines; abbreviations of personal titles such as Dr. (Dr.), Sr. (Mr.), Sra. (Mrs.), and Srta. (Miss); and the first word in the titles of books, plays, movies, and similar works. Here are the most common cases where English capitalizes that Spanish does not: Calendar Names of the days of the week and months of the year use lower-case letters. Hoy es martes. (Today is Tuesday.) Mà ©xico celebra su independencia el 16 de septiembre. (Mexico celebrates its independence on September 16.) Composition Titles In formal written Spanish, titles of movies, books, plays, and similar works capitalize only the first word and proper nouns. La guerra de las galaxias (Star Wars), Harry Potter y la piedra filosofal (Harry Potter and the Sorcerers Stone) Note: In informal written Spanish, and on book covers and movie posters, it is not unusual to see such composition titles capitalized as in English. Personal Titles Introductory titles are not capitalized, although common abbreviations of them (such as Sr. for seà ±or, Dr. for doctor, D. for don and Srta. for seà ±orita) are.  ¿Conoces a la seà ±ora Wilson? (Do you know Mrs. Wilson?)  ¿Conoces a la Sra. Wilson? (Do you know Mrs. Wilson?) La reina Victoria fue mi abuela. (Queen Victoria was my grandmother.) Religions Names of religions and their adherents arent capitalized. Mi madre es catà ³lica. (My mother is Catholic.) Estudio el cristianismo. (Im studying Christianity.) Ordinal Numbers When an ordinal number is used after a name, it isnt capitalized. Luis catorce (Luis the Fourteenth), Carlos octavo (Charles the Eighth.) If Roman numerals are used, they are capitalized. Place Names Although the given name of rivers, lakes, mountains and other geographic features are capitalized, the geographical identity is not. No vimos el rà ­o Amazonas. (We didnt see the Amazon River.) Vivimos cerca de la montaà ±a Rainier. (We live near Mount Rainier.) Nationality Although names of countries and cities are capitalized, words derived from them are not. Soy inglà ©s. (Im English.) Prefiero los cocos puertorriqueà ±os. (I prefer the Puerto Rican coconuts.) Languages Names of languages arent capitalized. Hablo inglà ©s. (I speak English.) Quiero estudiar alemn. (I want to study German.) Sample Sentences on Spanish Capitalization Habà ­ negociaciones de paz entre el gobierno del presidente Juan Manuel Santos y las Fuerzas Armadas Revolucionarias de Colombia. (There were peace negotiations between the government of Presidente Juan Manual Santos and the Armed Revolutionary Forces of Colombia. The presidents title isnt capitalized, but the formal name of FARC is because it is considered a proper noun.) Los musulmanes catalanes son ms que una comunidad. (Catalonian Muslims are more than a community. References to the geographic origin or religious affiliations of people are not capitalized.) El rà ­o Danubio atraviesa varios paà ­ses de Europa antes de desembocar en el Mar negro. (The Danube River crosses several European countries before emptying into the Black Sea. Only the given names of the river and sea are capitalized.) El rey Lear es una tragedia de Shakespeare. King Lear is a Shakespeare tragedy. (Rey is not capitalized, even though it is part of the play title as well as a personal title.) Herodes murià ³ el aà ±o 4 a. de C. (Herod died in 4 B.C. Only the letter standing for the name of a person is capitalized in this abbreviation. The abbreviation stands for antes de Cristo.) El doctor Romero es un conocido veterinario de Buenos Aires. El Dr. Romero es un conocide veterinario de Buenos Aires. (Dr. Romero is a well-known Buenos Aires veterinarian. His title is capitalized when abbreviated but not otherwise.) Herodes murià ³ el aà ±o 4 a. de C. (Herod died in 4 B.C. Only the letter standing for the name of a person is capitalized in this abbreviation. The abbreviation stands for antes de Cristo.) Las Naciones Unidas es una organizacià ³n internacional formada por 192 paà ­ses independientes. (The United Nations is an international organization formed by 192 independent countries. Names of organizations are capitalized as in English.) El budismo es una religià ³n oriental que tiene muchos creyentes occidentales. (Buddhism is an Eastern religion that has many Western believers. Names of religions are not capitalized, even when named after a person. Neither are geographical words such as oriental unless they refer to a specific entity, such as in Europa Oriental for Eastern Europe.)

The Carbon Chemistry and Crystal Structure of Diamonds

The Carbon Chemistry and Crystal Structure of Diamonds The word diamond is derived from the Greek word adamao, meaning I tame or I subdue or the related word adamas, which means hardest steel or hardest substance. Everyone knows diamonds are hard and beautiful, but did you know a diamond could be the oldest material you might own? While the rock in which diamonds are found may be 50 to 1,600 million years old, the diamonds themselves are approximately 3.3 billion years old. This discrepancy comes from the fact that the volcanic magma that solidifies into rock, where diamonds are found did not create them, but only transported the diamonds from the Earths mantle to the surface. Diamonds also may form under the high pressures and temperatures at the site of meteorite impacts. The diamonds formed during an impact may be relatively young, but some meteorites contain stardust - debris from the death of a star - which may include diamond crystals. One such meteorite is known to contain tiny diamonds over 5 billion years old. These diamonds are older than our solar system. Start with Carbon Understanding the chemistry of a diamond requires a basic knowledge of the element carbon. A neutral carbon atom has six protons and six neutrons in its nucleus, balanced by six electrons. The electron shell configuration of carbon is 1s22s22p2. Carbon has a valence of ​four since four electrons can be accepted to fill the 2p orbital. Diamond is made up of repeating units of carbon atoms joined to four other carbon atoms via the strongest chemical linkage, covalent bonds. Each carbon atom is in a rigid tetrahedral network where it is equidistant from its neighboring carbon atoms. The structural unit of diamond consists of eight atoms, fundamentally arranged in a cube. This network is very stable and rigid, which is why diamonds are so very hard and have a high melting point. Virtually all carbon on Earth comes from the stars. Studying the isotopic ratio of the carbon in a diamond makes it possible to trace the history of the carbon. For example, at the earths surface, the ratio of isotopes carbon-12 and carbon-13 is slightly different from that of stardust. Also, certain biological processes actively sort carbon isotopes according to mass, so the isotopic ratio of carbon that has been in living things is different from that of the Earth or the stars. Therefore, it is known that the carbon for most natural diamonds comes most recently from the mantle, but the carbon for a few diamonds is the recycled carbon of microorganisms, formed into diamonds by the earths crust via plate tectonics. Some minute diamonds that are generated by meteorites are from carbon available at the site of impact; some diamond crystals within meteorites are still fresh from the stars. Crystal Structure The crystal structure of a diamond is a face-centered cubic or FCC lattice. Each carbon atom joins four other carbon atoms in regular tetrahedrons (triangular prisms). Based on the cubic form and its highly symmetrical arrangement of atoms, diamond crystals can develop into several different shapes, known as crystal habits. The most common crystal habit is the eight-sided octahedron or diamond shape. Diamond crystals can also form cubes, dodecahedra, and combinations of these shapes. Except for two shape classes, these structures are manifestations of the cubic crystal system. One exception is the flat form called a macle, which is really a composite crystal, and the other exception is the class of etched crystals, which have rounded surfaces and may have elongated shapes. Real diamond crystals dont have completely smooth faces but may have raised or indented triangular growths called trigons. Diamonds have perfect cleavage in four different directions, meaning a diamond will separat e neatly along these directions rather than break in a jagged manner. The lines of cleavage result from the diamond crystal having fewer chemical bonds along the plane of its octahedral face than in other directions. Diamond cutters take advantage of lines of cleavage to facet gemstones. Graphite is only a few electron volts more stable than diamond, but the activation barrier for conversion requires almost as much energy as destroying the entire lattice and rebuilding it. Therefore, once the diamond is formed, it will not reconvert back to graphite because the barrier is too high. Diamonds are said to be metastable since they are kinetically rather than thermodynamically stable. Under the high pressure and temperature conditions needed to form a diamond, its form is actually more stable than graphite, and so over millions of years, carbonaceous deposits may slowly crystallize into diamonds.

Development of an internet based housing demand database system for Dissertation - 1

Development of an internet based housing demand database system for the KwaZulu-Natal Department of Human Settlements - Dissertation Example This study discusses the analysis of the questionnaire and the analysis of it which formed the basis of the new systems requirements. The questionnaire provided insights from the system analysts, database administrators and the development team as to the requirement specifications of KZN/DHS, the municipalities and the users. There was a need for a detailed understanding of the standard operational process, the principal requirement’s of the department and the users, the shortcomings of the old system, the relational aspect of the system with respect to the sections or departments and the local municipalities frequent communication and sharing of data which needed to be analyzed at length to come to a systems requirement specifications. The questionnaire also enabled the researcher to get thorough insight into the problems the department and the users were facing and their day to day requirements as they had knowledge of KZN/DHS day to day business roles, the hierarchical leve ls and the relational aspects of all the departments concerned. The questions asked helped in gaining an in-depth understanding of the system requirements and produced a blueprint for the system design and development process. Responses to the questionnaire gave the researcher, system analysts, DBA and the developers a deeper understanding of the system objectives, the main functional areas, the various modules required, user acceptability level while bearing in mind the system validations and the testing phase required. The developers got firsthand feedback from the department sources and the end users of the proposed new system as to what was lacking from the old system and what features and functions they want in the new system. Based on the information collected from the questionnaire, the researcher who was also the system developer used the unified modelling language to produce system architecture models, documented the system specification information and shared it

Should students be assigned to classrooms according to their IQ level Research Paper

Should students be assigned to classrooms according to their IQ level why or why not - Research Paper Example One such issue is whether children should be placed in classrooms based on their age alone, or should their IQ also weigh in as well. There are various ways through which children with higher IQs are catered to in various educational institutions. Some techniques entail placing the â€Å"gifted† children in the same class as their peers, with specialized activities being created for them, different from those of the rest of the class. Still others involve having the gifted children take special classes after school hours, for instance private tutoring. There are certain schools that provide separate classrooms for gifted students altogether, whereas there are institutes that only cater to gifted children. This paper discusses the technique that advocates providing separate classrooms for children based on their IQ. ... Children with higher IQs tend to get bored in regular classrooms, where they are forced to hold back their intelligence, so to speak. This results in them not achieving their full potential. On the same note, children with average IQs, when placed with gifted children, will also experience frustration and confusion. Such feelings can often result in children either lashing out or withdrawing within their own selves. What is more, with the present public school system geared towards improving the standards of the average or deficient/lacking children, the needs of gifted children are often ignored. Assigning gifted children to separate classrooms enables them to challenge themselves and cause them to utilize their maximum potential, something not possible in a regular classroom. Placing such children in regular classrooms may even cause disruption as the gifted child, out of boredom or frustration, may cause distractions in class, thus disturbing the learning of other students. The pr oponents opine that as gifted children are lesser in number, therefore, in a bid to â€Å"fit in† they may end up playing down their intelligence, whether for the teachers or for their classmates. It is a normal phenomenon in a classroom that the teachers often do not call out children who they think would already know the answer, instead focusing on the average or lacking students. All these factors may cause the children to drop out of school altogether (Cloud, Badowski, Rubiner, & Scully, 2004). Once again, students at both ends of the spectrum will benefit greatly from being assigned to classrooms based on their IQ level. On the other hand, the opponents state that the system of measuring IQ, first of all, is not an exact science and

Marijuana Should Not Be Outlawed Essay Example for Free

Marijuana Should Not Be Outlawed Essay Human laws are based on moral and ethical principles. This applies to almost all existing laws aside from the drug laws. Because of this aspect of the drug laws, much clamor is present as many groups are calling for the legalization of drugs like marijuana. Marijuana and other illegal drugs are not evil but it has gained a negative connotation because of numerous misinterpretations. The prohibition of drugs has also brought about negative effects instead of positive effects. In analysis, legalization may even prove to have more benefits. According to Benson Roe, the professor emeritus and chairman of the Cardiothoracic surgery at the University of California, there is no reason why marijuana, cocaine and heroine would be called poison as these substances have not been proven to have any ill effects on the health of a person. Roe narrated an incident when he was removing destroyed heart valves from a drug user and he got curious and consulted the San Francisco coroner to what extent do illegal drugs cause death. Roe was surprised to find out that the only causes of death coming from drugs come from the very rare cases of overdose and the use of infected intravenous injections. According to the coroner, â€Å"clean, reasonable dosages of heroin, cocaine and marijuana are pathologically harmless† (Roe). It is argued that marijuana causes psychological damage but the truth is no scientific evidence has traced mental illness or psychological damage to the use of marijuana. Marijuana users have been found to exhibit psychological distress after intake of the drug. However, it has been proven that these effects are temporary and will pass away after some time. It has also been argued that the harms brought about by marijuana have been scientifically proven but the Lancet, a British Medical Journal, concluded that based on 30 years worth of research, smoking marijuana is not harmful to health even if it is used in the long-term. Likewise, marijuana use has also been related to brain damage. This was thought to be proven in an earlier study when rhesus monkeys were exposed to marijuana smoke, however, a more reliable study wherein monkeys who were forced to inhale a significant amount of marijuana smoke manifested no brain damage. Anti-drug advocates also argue that marijuana has addictive properties even as evidence points to the direction that marijuana is not addictive. Less than one percent of marijuana smokers smoke marijuana on a daily basis. Majority of the people who smoke marijuana only smoke it occasionally. Some people who wish to stop smoking marijuana have no trouble breaking the habit. Even if a person experiences symptoms from marijuana withdrawal, these are usually mild symptoms (Drug Policy). There is also no reason to classify marijuana as illegal when other substances that have proven to be more addictive and harmful to the health, such as tobacco and alcohol, remain legal. In 2005, the number of deaths that has been associated with marijuana in England and in Wales only totals 19 while tobacco has been associated with 86,500 deaths and alcohol with 6,627 deaths. The number of deaths caused by alcohol and tobacco do not compare to the number of deaths caused by marijuana. Even other drugs which have more notoriety still fall short as heroine and morphine account for only 842 deaths, while cocaine (including crack cocaine) is associated with only 176 deaths (Transform). The use of drugs like marijuana does not affect other people aside from the person ingesting the drug. Technically, a person who uses drugs does not violate the rights of any other person. If a person under the influence of drugs violates the rights of another person or commits a crime, this is the time when he/she should be prosecuted by law. Alcohol remains legal even as drunk people commit heinous and even brutal crimes. The substance is not an excuse for committing a crime and drinking alcohol is not a crime in itself but when a person commits a crime under the influence of alcohol, this is when he/she is prosecuted. The same should apply for the use of drugs (Cussen Block, p. 532). Drugs are not evil per se but it has gained a negative image because of negative propaganda. The media always make use of the phrase â€Å"drug-related† in the presence of a drug in a crime even as the drug has not been indicated as a direct cause of the crime. Usually, the crime is not motivated by the drug. It is usually motivated by another external factor. The media has inadvertently played a role in giving drugs a negative image. This practice has been so common that no one even looks to identify if a crime really is related to drugs (Jackson). The anti-drug lobby also makes use of vague and emotive statements to persuade the people to support their cause (Russell). Even politicians make use of these statements and call for tougher drug laws simply to forward their political careers (Jackson). People interpret these vague and emotive statements differently and this may be identified as a basic element of a black propaganda. In a book entitled Hugs not Drugs: A Drug Abuse Prevention Manual published in the Philippines, the author starts by narrating a story of a studious young girl who got mixed with the wrong set of friends who influenced her to use marijuana. As a result, the young girl dropped out from school and had relationships with men that took advantage of her low self-esteem. After realizing what had happened to her, she decided to undergo rehabilitation. And after a tearful reunion with her parents, she vowed to stay away from drugs. This story is very common and immediately suggests that marijuana caused all the negative things failing to look at other factors which might have caused the girl to behave the way that she did. Additionally, the book indicated that drug use has been directly related with juvenile and even violent crime. However, the book does not cite where the information was taken or what study linked drugs with crime. The book also does not have a clear reference page evidencing that it is not a reliable source. Many critics of drug also make use of violent and obscene images in an attempt to prove that drugs are harmful. Drug prohibition results in too many expenses for the government as the drug laws leads to the incarceration of many non-violent offenders. In 2002, it is estimated that prohibition expenses amounted to $18. 22 billion indicating that â€Å"incarceration is an expensive policy option† (Taylor, Trace Stevens, p. 3-4). Prohibition is not good, in fact, it is even the greatest ally of the drug dealers as drugs are priced very high because they are illegal and not regulated (Jackson, 1998). Legalization will even benefit the general public. Marijuana has been related to crime rate by anti-drug groups but all unbiased studies have pointed to the direction that marijuana does not cause people to do criminal acts. The only crime that marijuana users commit is that they possess the drug (Drug Policy). Additionally, legalization will come with regulation which will eliminate the already minimal number of deaths as a result of drug use. Also, crime rate will decrease because drug prices will be regulated and people would no longer need to resort to crime to be able to buy the drugs. It will also be another source of income for the government as the drug trade will be taxed and the costs of prohibition would be avoided (Roe). No scientific evidence has proven that marijuana is harmful to the health and it also has not been identified as a cause of crime. Because of this information, there is no reason to outlaw marijuana. Legalizing marijuana may even be the better option as it will be a source of income for the government, all the while avoiding the high costs of prohibition. It will also reduce crime rate as well as prevent the incarceration of people that are merely caught possessing drugs. The negative image that drugs have gained is mainly because of negative propaganda.

Dad - Original Writing :: Papers

Dad - Original Writing "Hurry up Mark," called Jan, "Paul will be here in a minute." The usual Friday-night scrimmage to get Mark ready for his weekend visit with his Dad was nearly over. "Did you pack my England shirt Mum?" he shouted from the bedroom. "Yes, and I have packed the England flag too." Jan answered. "What are you doing now?" she enquired. "I'm just doing my hair." he yelled back. "Ah, that reminds me, I've also packed a can of red hair spray. Will Jo have time to do it for you tomorrow?" Jan checked. England was playing in the Rugby World Cup Final against Australia and Mark was watching it with his Dad and his step-mum, Jo, at the Rugby Club. Mark wanted a red St George's cross sprayed in his hair. It was an early kick-off and they had a fair journey to get to the club on time. "Yeah, no problem, she'll have time," he replied hurtling down the stairs. As Paul pulled up outside the house he tooted the car horn. "He's here," relayed Jan. "So am I!" Mark answered with a grin. Jan gave him a hug. "Have an excellent weekend, love," she called after him as he raced outside to greet Paul. "And you Mum. See you Sunday afternoon, bye," he replied with a wave. Jan smiled wistfully to herself, wishing that she could share the excitement of tomorrow morning with Mark herself. After all it wasn't often that England made it to the final, and Mark did love his rugby. Never mind, she thought to herself, it's a good thing that Mark now knows his Dad and can spend some time with him after all these years. Mark had only met his Dad just over a year ago. * * * Jan had fallen pregnant with Mark after dating Paul for only a few months. She had decided to have the baby, even though Paul wasn't ready for settling down. It had been a big decision, and some would

Flexible Learning Essay

Education is a broadly debated topic, now there is a new concept emerging, ’flexible learning’. This essay will discuss what is understood by this term and how it could affect the way of the future in education. Furthermore it will discuss how flexible learning has engaged technology and how it has made education more accessible and equitable. Next it will demonstrate how individual students have benefited through the use of technology with flexible learning, and how students are able to be the central focus of their own education. Technology brings with it many advantages for the future of education, however not without some setbacks, this essay will also discuss these. This essay will argue that because of the increasing accessibility and improvements in technology, flexible learning should be the way of the future in education. Flexible learning is quickly becoming the way of the future for education, as it engages and implements the use of sophisticated technology. According to George and Luke (cited in Andrews & Ferman 2001) flexible learning is a multi-directional approach to learning using different methods of delivery. On the other hand, Nunan (cited in Andrews & Ferman 2001, p. 2) considers that ‘flexible delivery is often taken to mean the same thing as increasing flexibility in learning’. Summarising Harmes (2010) explains flexible learning engages technology, allowing the use of the internet, e-mail, and other digital interactive technology. It also allows the student to freely access online lectures and study material and more importantly it enables teachers to position the student as the central focus of the learning experience. This can be seen at universities including the relatively new University of Queensland campus at Ipswich who are using technology to promote flexible learning. It was in fact the purpose built with this in mind; and included computer rooms, a self-directed learning centre and even wireless laptops (Andrews&Ferman 2001). Another example of flexible learning is discussed by Huijser, Bedford and Bull (2008) who describe the Tertiary Preparation Program (TPP); this is a course which is accessed online and on-campus. TPP students can engage in online lectures, Wimba classrooms and forums, study material can also be submitted online and feedback returned to student, again online. Using technology students have engaged in flexible learning all over Australia, including international students. Furthermore TPP is currently funded by the government making it free; this allows students to prepare for higher study prior to investment. The outcome of this should be a higher intake of fee paying students, which in turn should lead to increased government funding for universities. Flexible learning through technology has made education more accessible and therefore equitable. Harmes (2010) discusses how the internet has increased the number of students to able to study degrees through online study material and lectures. As a result of technological advances the world has become a â€Å"global village â€Å"and students can participate in a global classroom. Worldwide opportunities using technology and flexible learning should be funded locally (Zhao 2009). Ultimately this will enable there to be proximity through distance, and will allow students to study anytime and anywhere, thus making education more equitable explains Harmes (2010). There are students from as far away as remote Western Australia studying through the University of Southern Queensland (USQ). They are able to access all the lectures and tutorials online, and USQ plans to offer many more academic programs online by 2012 (The Chronicle 2009). ‘Technology is the tool used to provide a facility for a teacher facilitated, learner centred environment’ (Bonanno, 2005). It is only through the many improvements and advances in technology that education has been so accessible and with it flexible learning has been implemented. Flexible learning has made education more accessible because, study is teacher facilitated and enables the student to be positioned as the central focus of education. According to Harmes there are many benefits of flexible learning, students are able to access their study any time they like, and this means that they are able to co-ordinate study around work and family life. The flexibility that technology provides has enabled students to study at their own pace (Andrews& Ferman, 2001). Additionally students have a sense of freedom with their study, slotting it in whenever they please. Knowles (cited in Choy and Delahaye 2002) researched how adult learners are more likely to be motivated and experienced in life, and that they are ready to embrace learning with deeper appreciation and understanding. Knowles (1973) continues by discussing how this self-driven learning is assisted through flexible delivery and how students benefit from a mature independent approach to education with the option for teacher help when needed. As a result of this Bonanno suggests that with good self-discipline and time management students are able to have freedom and access to study anytime and place, thus enabling many styles of learning. Technology has increased the flexibility that students have, thus allowing greater access to education. Despite the fact that education has embraced technology, there are still some problems which must be resolved. According to Ralston (1999) it appears that although many have embraced technology for learning, there are still many who are either too afraid to or do not have the skills and confidence to do so. Furthermore he suggests that that those who do not attempt to engage technology will be severely disadvantaged, because the twenty-first century is the age of technology. Andrews and Ferman (2000) noted on their study of the University of Queensland, -Ipswich campus that many students found the course material limited, that there was a lack of structure, and there were also a significant number of technical difficulties. Additionally Bonanno (2005) discusses some of the disadvantages of technology and states that the learner can easily lose motivation partly due to a lack of classroom spirit and teacher facilitated learning. Technology can be out of date or difficult to understand and often it can be confusing and sometimes it can just be that there is no technical support available. Bonanno’s (2005) comments that many problems occurring are learner related and that in order to be successful the learner must be self-motivated and have a reasonable degree of self-competency. She also comments that the facilitator or teacher must be motivated as well and be able to produce engaging study material for the student to work with; they must also be able to direct, listen and support students. Despite some complications, changes in technology help to make sure education is more accessible and equitable. Universities are able to capture larger numbers of students enabling more funding from the government. Students are able to be in control of their own education pathway and are able to be flexible about when and where they choose to study. Students can also choose to study gregariously in online classrooms and even traditional classrooms. Problematic areas will in time be improved as technology upgrades on a daily basis; including faster internet options. With this evolving technology people’s knowledge and experience will increase and in time student numbers and study options will grow. It is realistic that flexible learning will be and indeed should be the way of the future in education and that there will be a worldwide classroom. References Andrews, T & Ferman, T 2001, ‘The flexible learning experience – how good is it really? ’ in L Richardson & J Lidstone (eds), Flexible learning for a flexible society, pp. 39-45. Proceedings of ASET-HERDSA 2000 Conference, Toowoomba, Qld, 2-5 July 2000. ASET and HERDSA http://www. aset. org. au/confs/aset-herdsa2000/procs/andrews-t. html. Bonanno, K 2005, ‘Online learning : the good the bad and the ugly’, Proceedings of the XIX Biennial Conference – Meeting the Challenge, Australian School Library Association, Zillmere, QLD, pp. 1-7 Choy, SC & Delahaye, BL 2002, ‘Andragogy in vocational education and training: learners’ perspective’, Proceedings of the Fifth Annual Conference, Australian Vocational Education and Training Research Association (AVETRA), Melbourne, VIC University of Southern Queensland 2009, ‘University offers online options to its students’, The Chronicle, 10 Jul, p. 41. Collis, B & Moonen, J 2002, Flexible learning in a digital world: experiences and expectations, Kogan Page, London, UK, pp. 8-10,17,26-27. Harmes, M 2011,TPP7120 Studying to succeed ,Appendix 3’Flexible and Blended Learning’, University of Southern Queensland,Toowoomba,viewed 25 September 2011,http://usqstudydesk. usq. au/ Huijser, H, Bedford, T & Bull, D 2008, ‘OpenCourseWare global access and the right to education: real access or marketing ploy? ‘, International Review of Research in Open and Distance Learning, vol. 9, no. 1, pp. 1-13. Ralston, P 1999, ‘Education for IT equity’, The Australian, 12 Jan, p. 44. Zhao, Y 2009, Catching up or leading the way: American education in the age of globalization, ASCD, Alexandria, VA, pp. 98-113.